Chapter 1 IntroductionIn The High Cost of Free Parking, Dr. Danie.docx

Chapter 1: Introduction
In The High Cost of Free Parking, Dr. Daniel Shoup explains
how free parking is engraved in people’s expectations (Shoup,
2005). As vehicle usage rapidly increased in the 1920s and
1930s, regulations were quickly enforced, requiring businesses
to provide sufficient parking for their clientele. These early
regulations were adopted nearly a century ago aiming to
alleviate congestion caused by moving vehicles searching for
parking spaces. Moving forward to current years, such
regulations established an expectation of access to free, or
nearly free parking. This expectation has caused several
problems, particularly in high traffic urban areas. Hopeful of
finding an affordable and convenient parking location,
individuals continue to drive around an area, wasting time, fuel,
raising safety concerns, and increasing traffic. Additionally,
because local governments have chosen to provide relatively
affordable pricing, once a parking location is found, drivers do
not have a financial incentive to vacate the location in an
expedient manner that improves turnover. Throughout the
years, this issue has become undeniably prevalent, primarily in
highly populated cities with limited parking availability.
The City of San Diego is the eighth largest city in the United
States (“Population | Economic Development | City of San
Diego Official Website,” n.d.), and is comprised of more than
50 neighborhoods. The current population is over 1.4 million
people and has a steep increase forecasted. The San Diego
Association of Governments (SANDAG) estimates the
population to reach 1.54 million by 2020, 1.69 million by 2030,
1.82 million by 2040, and nearly 2 million by 2050 (nearly
doubling the current population) (“Population | Economic
Development | City of San Diego Official Website,” n.d.). San
Diego is home to several beaches, sports teams, universities,
and is geographically rich; the city is also known for their
weather and proximity to neighboring Mexico. Among other
reasons, San Diego is best known as “America’s Finest City”,

and has become a popular destination for tourists and new
residents. More than 35 million tourists visit San Diego
annually (“Industry Research,” n.d.).
San Diego faces a constrained parking situation due to
limited public transit and a car-to-parking-location ratio; this is
additionally challenged by the thriving tourist economy
resulting from the moderate San Diego climate. According to
Data USA, the average San Diego household owns two cars and
uses them regularly as their primary mode of transportation
(“San Diego, CA,” n.d.). According to Shoup (2011), over 80%
of trips in the United States are made by car, while less than
two percent leverage public transportation.
Downtown San Diego, which is a very active and popular
destination among both residents and tourists, encompasses
roughly 1,450 acres (2.3 square miles) next to the San Diego
Bay and San Diego International Airport (Downtown San Diego,
2016). It is the heart of the city and boasts numerous
attractions, including bars, restaurants, shops, financial
institutions, and major corporations. Roughly 35,000 residents
live in Downtown and are joined by nearly 80,000 employees.
About 137,000 jobs are generated from businesses based in
downtown San Diego (Downtown San Diego, 2016).
To accommodate visitors, residents, and commuters,
San Diego manages approximately 5,000 metered parking
spaces. Over 80% of the city’s parking meters are located in
the downtown area (City of San Diego, 2018). Meter occupancy
rate is a measure of the percentage of operating time during
which an individual has paid to utilize the space. It is
calculated as the quotient of total time purchased and meter
enforcement time. Downtown meters have an average
occupancy rate of TBD, based on open source data collected
from the city of San Diego. Meter pricing varies from $0.50 to
$1.25 per hour, depending on geographic zone. Parking meter
spaces are significantly more affordable than other parking
alternatives in the area, naturally making it the preferred
method of parking for most drivers. Alternative parking options

through third-party vendors available in the downtown area, are
generally priced higher. Privately owned parking structures
offer monthly parking permits discounted from daily rates, with
prices ranging from $120.00 to $450.00 (Nghe & Vazquez,
2019).
Coupled with citations and permits, parking meters
account for 2% of the total annual budget for San Diego. In
2018, San Diego parking meters generated gross revenues of
$11,399,259.38. Downtown meters accounted for 69% of the
figure, agenerating $7,905,096.92, while meters outside
Downtown generating the remaining 31% ($3,494,162.38).
Downton parking meters have significantly increased
demand relative to other meters in San Diego. As population
increased over the years, occupancy rates followed. Since 2000,
the population has increased 97% in the area (Citation), limiting
the amount parking available. This limited supply of parking
spaces has caused safety, environmental, and most notably
congestion issues in downtown San Diego. According to Shoup
(2011), as drivers are unable to find parking, they double-park
their vehicle or continue to drive around in hopes of finding a
parking location. These actions disrupt the normal flow of
traffic and result in safety concerns to pedestrians and other
drivers. Additionally, the unnecessary vehicle operation time
increases vehicular pollutants and fuel usage, both of which are
known contributors to pollution and climate change
(<<citation>>).
To mitigate these challenges, parking availability must increase
in Downtown. Parking inventory cannot be readily increased,
however, due to significant space limitations throughout
Downtown. To mitigate risk of traffic congestion and associated
safety concerns, a different solution must be identified to adjust
parking capacity and demand.
Currently in San Diego, the average commute is approximately
22 minutes (“San Diego, CA,” n.d.). Compared to the
nationwide average of 26 minutes commute (“As economy
booms, San Diego’s traffic congestion worsens - Los Angeles

Times,” n.d.), San Diego’s commute is not relatively high.
When controlling for just those individuals who commute into
Downtown, time spent locating parking may significantly
impact that time. Historical population trends in downtown San
Diego can only suggest parking availability to worsen. As
population trends are indicating increases, there is no better
time to address the issue than now. In addition, a survey by the
American Planning Association concluded that more than half
of millennials within the United States intend migration from
rural to urban areas, and San Diego is ranked the third most
popular choice of locales (“Who the Heck Lives Downtown?,”
n.d.). Additionally, the surveys indicated that young millennials
are choosing to live in urban areas with walkable distances
hence, downtown areas. The LA Times reinforced the predicted
increase in population. In an article released in November 2017,
J. Smith explained how the amount of driving on the freeway
has far surpassed the number of drivers on the freeway during
the 2008-2011 economic recession (“As economy booms, San
Diego’s traffic congestion worsens - Los Angeles Times,” n.d.).
Along with the recession came job losses that, in conjunction
with other factors, made a significant influence in the lessening
in driving in San Diego. As these young and educated
millennials begin to migrate to Downtown, congestion issues
will continue to grow and perhaps worsen.
It is evident that the City of San Diego has recognized the
urgency of the matter. In efforts to enact change, the city has
launched several incentives such as FRED.
Using 2018 transaction parking meter data, this project develops
a dynamic meter pricing model for San Diego to increase
transient vehicle parking turnover decreasing occupancy rates to
effectively increase Downton parking availability .

M.S. Data Analytics
Capstone Project Resource Guide
School of Engineering & Computing
National University
Dr. Jodi Reeves
May 2017
Table of Contents
1.Introduction4
2.The Capstone Project4
3.Process5
a.Selection of Team Members5

b.Selection of Sponsor5
c.Selection of Project Advisor5
d.Selection of Capstone Project Topic5
e.Selection of Capstone Project Committee Members5
4.Responsibilities and Expectations6
5.Capstone Project Structure8
a.Abstract8
b.Chapter 1: Introduction8
c.Chapter 2: Literature Review8
d.Chapter 3: Methodology8
e.Chapter 4: Findings8
f.Chapter 5: Conclusions and Recommendations9
g.References9
6.Capstone Project Written Paper Format9
7.Capstone Project Oral Presentation9
8.Evaluation Criteria9
9.Project Logistics10
10.Class Structure10
11.Grading Policies11
12.Length of Capstone Project11
13.Peer Evaluation11
14.Capstone Project Examination12
Attachment One– Finding a Sponsor/Project Advisor13
Attachment Two – Evaluation Criteria14
Table 1: TEAM MEMBER Peer evaluation Form14
Table 2: Capstone Written project evaluation Form15
Table 3: Capstone project PRESENTATION evaluation Form18
Attachment Three – APA Style Guidelines - Organization of
Contents19
a.Elements19
b.Text21
c.Finishing Elements24
Attachment Four – APA Style Guidelines - Format for Text26
Attachment Five – APA Style Guidelines - Illustrations28
Attachment Six – Sample Title Page29
Attachment Seven – Sample Project Approval Page30

Attachment Eight – Sample Copyright Page (if planning to
register copyright)31
1.
Introduction
Students of M.S. Data Analytics undertake the supervised
Capstone Project once they have completed all core and
specialization courses in the program. Capstone Projects are
done in teams of two or three students enrolled in the capstone
classes ANA 699A/B.
Capstone Projects are intensive experiences in critical analysis,
designed to broaden students’ perspectives and provide an
opportunity for integration of coursework in the area of
specialization. The Capstone Project requires careful planning
and implementation.
Students enrolled in the Capstone Project Course take it as the
last two classes before graduation. ANA 699A runs for one
instructional month (with classes that meet two times per week)
and ANA699 B runs for two instructional months (with classes
that meet once per week). A presentation of the Capstone
Project Proposal to a team of academics and subject matter
experts is required prior to final implementation of the project.
The Capstone Project is intended to demonstrate the student’s
ability to carry out independent scholarly research, to draw
logical conclusions from data gathered, and to present the
results in a clear, intelligible, and consistent form, in keeping
with the established convention of the scholastic community.
The need for each team to have a topic and sponsor/advisor
identified at the beginning of the capstone project course is
essential to a timely completion of the capstone. This resource
guide presents information designed to assist the student in
understanding the requirements of the capstone project. Please
read this document carefully and follow the instructions and

methodologies described.
2. Learning Outcomes
Typically, projects focus on the application of materials learned
throughout the program to solve multi-faceted problems such as
those they would encounter in the students’ post-academic
future employment. In these projects, students select project
topics under the guidance of a faculty advisor, analyze the
problem and formulate a detailed plan to reach a solution,
perform necessary evaluations and/or experiments, identify
and/or propose meaningful results and solutions, test the
proposal to the extent possible, and prepare a detailed report.
The learning outcomes for the first part of the capstone process,
ANA 699A, are as follows:
· Apply contemporary leadership methods in data analytics to
strategically design project, construct hypothesis, and propose
timeline for implementation of the analytic project.
· Conduct literature review and assess human and material
resources essential to successful project outcomes.
· Develop methods of team building, conflict resolution, and
team collaboration.
· Propose the correct methodology to solving a complex
problem in business intelligence or the computer-aided
technical support for business intelligence.
· Formally present the plan and timeline to project advisors and
stakeholders orally and in a project proposal.
The learning outcomes for the second part of the capstone
process, ANA 699B, are as follows:
· Apply contemporary leadership methods in data analytics to
ethically implement and present the final analytic project to
project advisors and stakeholders both orally and in writing.
· Demonstrate methods of team building, conflict resolution,
and team collaboration.
· Implement the correct methodology to solving a complex
problem in business intelligence or the computer-aided
technical support for business intelligence.

· Formally present a complete project to advisors and
stakeholders orally and in a project report.
3. Process
Since the capstone project occurs in a short three month
timeframe, National University has a detailed and specific
capstone process with weekly milestones and deliverables.
ANA 699A/B are conducted by National University professors;
they are in charge of the capstone process including student
progress and grading. The following sections describe the steps
in the capstone process.
a. Selection of Team Members
Teams of two to three students comprise each capstone project
team. Team members should have similar interests and work
styles, and all are expected to contribute equally to the capstone
project. It is the responsibility of the student team to manage
any conflict that might arise, quickly and professionally. If the
conflict cannot be resolved, please contact the instructor as
soon as possible since projects may be delayed or fail if team
conflict is not resolved. In the case of very small or very large
classes, the team size may be adjusted by the instructor.
b. Selection of Project Sponsor
A capstone project can offer corporate or industrial sponsors a
low cost, high quality research opportunity to investigate actual
issues confronting local, state, federal governments as well as
private industry and nonprofit organizations. Projects can be
proposed by corporate sponsors, employers of the students, or
university faculty.
c. Selection of Project Advisor
Project advising is done by the project advisor, who is a subject
matter expert in the field of the project. The Advisor is
separate from, but hopefully complementary to, the Sponsor.

d. Selection of Capstone Project Topic
Students are encouraged to pick a topic that fits their goals for
the program. Since most of the students in National University
are working adults, students often pick their current employer
as a sponsor for their capstone project. If a student is interested
in entering into a new area of specialty, s/he is encouraged to
select another organization, which could be a prospective
employer or one that is representative of an industry that s/he
would like to explore. Since the goal of the capstone project is
to demonstrate a student’s mastery over aspects of data
analytics including problem identification, technology selection
and integration, and solution implementation, the student is
advised to pick a discipline emphasis that aligns to his/her
interests.
e. Selection of Capstone Project Committee Members
Each capstone project has a committee comprising subject
matter experts and academics. Three committee members are
mandatory; five members are the maximum. The committee
members will certify that the final capstone project is
satisfactory in scope and quality as the thesis for the degree.
· The minimum committee is usually the ANA 699 course
instructor, project sponsor, and project advisor.
· The ANA 699 course instructor is usually the committee chair
and is a required committee member as their approval and
signature on all phases of the project are required.
· The project sponsor may be from academia or industry.
· The project advisor may be from academia or industry.
· Additional subject matter experts in the field of the selected
capstone project may be included on the committee
· Preferably at least one committee member (besides the course
instructor) should be from academia.
f. Oral Project Proposal in ANA 699A
On the Friday of the last week of the ANA 699A class, each
student team will give an oral presentation to their instructor,

classmates, committee members, and other National University
faculty. This oral presentation is a project proposal that defines
the goal, scope (master’s level depth and breadth), deliverables,
methodology, and literature review to show that the proposed
project is unique compared to research conducted by others in
data analytics. The committee will decide if the proposed
project is sufficient to continue the project in ANA 699B. If the
proposal fails, students will not be able to continue with ANA
699B and will have to re-take ANA 699A with a new project in
the next scheduled timeframe.
g. Written Project Report in ANA 699B
The main deliverable in ANA 699B is a written project
document, either a master’s thesis or a project report based on
industrial sponsor requirements. The written documents will be
evaluated using the rubrics described in your course materials in
Blackboard. In weeks 2, 4, and 6, sections of the draft document
will be reviewed by the course instructor as well as peer-
reviewed by your classmates. Revisions should be made to the
document based on the comments and edits provided. The final
version of the written document should be electronically
delivered in Word or PDF format to the project committee by
the end of week 8 for approval. Additional edits or revisions
may be required by the committee. A grade of “IP” for “In
Progress” may be given if committee approval is not received
within ten business days after the end of ANA 699B. The “IP”
grade is valid for up to six months after the end of the course. If
committee approval is not received, the grade will change to
“U” for “Unsatisfactory” and the ANA 699B course will need to
be re-taken. If a new project is needed, the student will need to
re-take both ANA 699A and ANA 699B with a new team.
4. Responsibilities and Expectations
a. Students
1. Find and consult with a sponsor/project advisor and select a
topic in which the sponsor/project advisor is a subject matter
expert. (Typically, the sponsor/project advisor could be from

either a student’s workplace or from an organization with which
he/she may have some contact).
2. Develop a proposal that defines the focus and scope of the
project in consultation with the project advisor and capstone
course instructor for the capstone class.
3. Obtain a detailed letter of support from the external
organization project sponsor/project advisor.
4. Develop the project collaboratively with other students from
the class.
5. Review and provide written comments to another team on
their draft written capstone project.
6. Utilize the NU Writing Center for review of Capstone Project
prior to final draft submission. Students must make an
appointment on line with the Writing Center. The Writing
Center is not an editor, but rather comprises professionals who
will assist you in improving your writing.
b. Capstone Course Instructor
1. Ensure that the project selected is relevant to the student’s
area of specialization, has academic relevance, and will produce
learning outcomes relevant to the program.
2. Review that the project selected is feasible within the
timeframe allotted.
3. Help refine the project goals and outcomes as needed.
4. Consult with the project sponsor/project advisor with regard
to all issues including project goals, access to data,
confidentiality, and project details
5. Provide a clear assessment system for each stage of the
project.
6. Monitor the students’ progress on a weekly basis to ensure a
successful capstone experience.
7. Ensure that the project is the student's original work.
c. Project Advisor
1. Let the students know whether the project selected is in their
field of expertise and whether they are interested in supervising

the work.
2. Review that the project selected is feasible within the
timeframe allotted.
3. Help refine the project goals and outcomes by working with
students, project sponsor, and capstone course instructor.
4. Assist as needed with project goals, access to data,
confidentiality, and project details.
5. Review the capstone project deliverables for technical
accuracy.
d. Project Sponsor
1. Provide topic area that sponsor’s organization has an interest
in being researched and analyzed.
2. Provide letter of support from the sponsoring organization
that lays out the terms of the project along with mutual
expectations.
3. Assist as needed with project goals, access to data,
confidentiality, and project details.
4. Review the capstone project deliverables to ensure that the
project goals are met.
5. Capstone Project Written Paper Structure
a. Abstract
An abstract is a brief, comprehensive summary of the contents
of the paper. It should be accurate, concise, specific,
nonjudgmental, explicit, and readable. It should reflect the
purpose and content of the research paper. It should not contain
more than 150 words.
b. Chapter 1: Introduction
Answers the question “Why?” Establishes a statement of the
problem and give background of why this problem needs to be

studied.
i. Why am I studying this topic or question?
ii. Why does this project advance the field of Data Analytics?
c. Chapter 2: Literature Review
This section identifies work that has been conducted by others
related to the proposed topic, including chronological research
progress made to date. The literature review is key in
distinguishing what others have done and how your project is
unique and important.
d. Chapter 3: Methodology
Answers the question “How?”
i. How do you plan to study this problem?
ii. How do you plan to gather data?
iii. How do you plan to analyze the data?
e. Chapter 4: Findings
Answers the question “What?”
i. What were the actual results of the study?
ii. What were the results of any/all statistical analyses?
f. Chapter 5: Conclusions and Recommendations
Answers the question “So what?”
i. So what does it all mean?
ii. So what do the industries and academic communities do with
this information?
iii. So what other research needs to be done in this area?

iv. So what do you think about the implications of the research?
g. References
At least ten critical references must be from published peer
reviewed documents published within the last 5-10 years.
6. Capstone Project Written Paper Format
The Capstone Project should follow the APA format as
described below:
a. One-inch margins from top, bottom, and right side (except the
manuscript page header)
b. One and one-half inch margins on the left side (required for
binding)
c. Double-spaced
d. Courier or Times New Roman font in 12-point size
e. Justification only on left side of paper
f. Page numbers beginning with title page
g. Paragraphs indented
h. Separate paragraphs in a series identified by Arabic numerals
followed by a period
7. Course Logistics
The ANA 699A/B capstone courses are three months in total
duration. During the second week of ANA 699A, students will
make a short presentation regarding their project ideas, their
team members, project sponsor/advisor, and timeline of
activities. After each presentation, the capstone course
instructor along with other students will ask questions relating
to the topic chosen and discuss possible obstacles in the project.
Drawing on the information obtained from this discussion,
students may refine the scope, goals and outcomes of the
selected project. Since the entire project has to be completed in
three months, all details pertinent to the project including

expected metrics on a weekly basis should be planned. Students
will be expected to peer review other classmates’ projects and
have their project peer reviewed by classmates. This peer
review will follow a set rubric and be submitted to the capstone
course instructor.
Teams will present weekly status updates in class. These are
formal class meetings in which each team member will present a
report on his/her particular activities and the status of his/her
individual deliverables during the preceding week. Attendance
at these meetings is mandatory unless specifically excused.
Failure to attend the meeting or a show of chronic inactivity as
determined from the weekly status report will significantly
affect a team member's participation credit and may result in a
failing grade in the course.
Teams are also expected to meet at least twice a month with
their project sponsor to ensure that they continue to align with
the sponsor’s vision and have not deviated from the sponsor’s
expectations. Sponsors are viewed first as a customer and only
secondly as a resource. Hence it is the team's responsibility to
make sure that the work is proceeding as per the plan.
8. Grading Policies
Upon completion of the capstone courses, students will receive
a grade designation of either “H” for “Honors” or “S” for
“Satisfactory” or “U” for “Unsatisfactory”. Each course grade
will be based on class participation, threaded discussion
interaction, weekly presentations, and the final deliverables in
each capstone class. Final grades in ANA 699B will be assigned
after all requirements are met and one printed document and an
electronic copy in Word and PDF format are delivered to the
capstone course instructor.
Provided there is adequate progress on the capstone project,
students may receive an “In Progress” (IP) grade until the final
deliverable is approved by the committee, not to exceed six
months from the end of the course. Incomplete ("I") grades will
only be granted to students who meet National University’s
requirements for an "Incomplete" designation ("due to

uncontrollable and unforeseen circumstances") as described in
the NU catalog. Any request for an "Incomplete" must be
submitted in writing to the course instructor and must be
approved by the program lead before the end of the course.
If students complete ANA 699A but then do not finish
ANA 699B in a timely manner (six months), the student will
have to repeat both ANA 699A and ANA 699B with a new team
and a new project to finish the degree.
9. Length of Capstone Project
The expected length for a master’s thesis is 40,000 words, or
approximately 100 pages. This does not typically include
footnotes, references or appendices, equations, tables, diagrams
and other illustrations.
Appendix A: Finding a Sponsor/Project Advisor
· Identify a potential sponsor/advisor with the help of faculty,
colleagues, fellow students, employers, or other means.
· Ensure that the student and sponsor/advisor clearly understand
the capstone project’s process, timelines, and guidelines.
· Develop a written list of questions about the organization and
available potential projects.
· Provide potential sponsor/advisor information regarding the
students’ qualifications.
· Meet face to face with the potential sponsor/advisor and
discuss project details.
· Take careful notes about the potential sponsor/advisor’s
project, including contact information, scope, completion dates,
and relevant details.
· Communicate clearly with the potential sponsor/advisor about
the goals for a capstone project, and seek to match students’
proposed solution with a problem faced by the prospective
sponsoring organization.
· Evaluate the feasibility of completing the project through
discussions with the potential sponsor/advisor, capstone course
instructor, colleagues, fellow students, and lead faculty.

· Contact the potential sponsor/advisor on or before the agreed-
upon date to convey students’ decisions.
It is important to make sure that the sponsor/advisor selected
(or a designee) will be the principal contact for the entire
duration of the project. Typically, a letter of support from the
organization that lays out the terms of the project along with
mutual expectations is obtained.
Appendix B: APA Style Guidelines - Organization of Thesis
Contents
The following preliminary pages (numbered in lowercase
Roman numerals) precede the body of the project in the
following order:
· Title page
· Project approval page
· Copyright page (if you plan to register a copyright)
· Dedication page (optional)
· Acknowledgments (optional)
· Abstract
· Table of Contents
· List of tables (if appropriate)
· List of illustrations (charts, graphs, figures) (if appropriate)
· List of symbols (if appropriate)
Paginated in Arabic numerals are the text and other pages
following the preliminary pages arranged in the following
order:
· Text (chapters 1/2/3/4/5 of the thesis)
· Appendices
· References
Title Page (see example in Blackboard course)
All Capstone Projects must carry the following information
on the title page:

A Thesis Submitted to the Graduate Faculty of the National
University, School of Engineering & Computing in partial
fulfillment of the requirements for the degree of Masters of
Science in Data Analytics.
Project Approval Page (see example in Blackboard course)
Obtain original signature of all committee members.
Electronic signatures are acceptable as long as they are legible.
Copyright Page
This page is necessary only if the Project is to be
registered with the Patent and Trademark Office. The text
appears immediately above the bottom margin of the page. This
page is not numbered.
Dedication
Use discretion in making a dedication. The dedication
should be consistent with the topic of the research.
Acknowledgments
Use discretion in making acknowledgments. It is
customary to acknowledge special assistance from extramural
agencies. There is no obligation that assistance received from
the faculty advisor be acknowledged. Acknowledgments should
be couched in terms consistent with the scholarly nature of the
work. They must be on a separate page, cannot exceed one
page, and should not exceed one paragraph in length, and should
adopt a restrained tone. Your name and date should not appear
on this page.
Abstract
All abstracts must be double-spaced and the title should
simply be “Abstract.” The abstract should be no more than 150
words. It should present clearly and concisely the main
objectives of the study, the results, and their significance.
References are not included in the abstract.
Table of Contents
The table of contents is designed for the convenience of
the reader. It should consist of the acknowledgment page,
abstract, list of tables, list of illustrations, list of abbreviations
or symbols, appendices and references as well as the major

sections in the text. Do not list the “Title Page” or “Table of
Contents” in the table of contents. Please note the following:
· You must have dot leaders between the end of a heading and
its page number
· Headings in the table of contents should appear as they do in
the text
List of Tables
The term “table” applies to numerical and statistical data
set in vertical or horizontal alignment. If there are tables in
your text/appendix, a list of tables must be included. The “List
of Tables” is on a page by itself and arranged in the same
general format as the Table of Contents. Type the table
numbers in Arabic numerals, and the titles in capital and small
letters, with period leaders extending from the last letter of the
title to the page number. Please note:
· Titles may be shorter than they appear in the text as long as
they are not misleading. Titles may not be longer than the titles
in the text.
· Numbering of tables. You have two options: (a) You may
begin by numbering the first table with the numeral “1” and
continue to number your tables consecutively throughout the
entire manuscript; or (b) you may number the first table in each
chapter with the numeral “1” and continue to number your
tables consecutively within each chapter. For example, if
chapter four has three tables and chapter five has three tables,
the numbering would be as follows: 4.1, 4.2, 4.3; 5.1, 5.2, 5.3.
· Single space within titles, which are longer than one line, but
double space between each entry.
· Tables one page or less in length should never be divided.
Tables must not exceed the usual margins of the page in the
manuscript.
List of Illustrations (charts, graphs, figures)
This list is also placed on a page by itself and arranged in
the same general format as the Table of Contents. Designate
figure numbers with Arabic numerals.

List of Symbols
If symbols are needed in the text, a list should be provided
to explain their definitions or meanings. The list should be
placed on a separate page and included where specified by these
instructions.
Text
The organization of the text varies somewhat depending on
whether you are doing an academic master’s degree thesis or an
industrial project report for your sponsor. The master’s thesis
is usually divided into five chapters, each chapter titled and
beginning on a new page. The contents of a master’s thesis is
described in more detail below.
Chapter 1: Introduction
The first chapter provides an overview of the project. In
general, the first chapter should include the following
information:
Background: provide a brief history of the ideas and issues
related to the research topic. This section should not be a
review of the literature, but a description of the events leading
up to this research.
Problem Statement: this is the heart of the research project -
the question to be answered by the project. This subsection
states the reason(s) why this research project is important. A
good way to approach the problem statement is to address the
following: Because of x and y, there is a problem in society (or
the field of data analytics); if only we knew more about z,
things might be better. The research project should be designed
to answer z, which is the research hypothesis (anticipated
outcomes/answer). Students first might want to pose a question
to be answered, and then rephrase that question into the form of
a statement.
Research Hypotheses: based on the purpose and objectives,
what are the expected outcomes for the research? Hypotheses
are fundamentally predictions about the answers to the research

question and its component parts. The research hypotheses are
a critical element of the research Project: they will guide the
literature review; heavily influence the research methodology
needed to obtain data that will either support or reject the
hypotheses; and provide the focus for data analysis, discussion,
conclusions, and recommendations.
Objectives: list the component parts of the research question.
Rarely is a problem in data analytics one dimensional. This
subsection should describe the specific elements of the problem
being addressed by the research. It should also have at least
three objectives. This section is written in the form of a
discussion rather than just listing the objectives.
Limitations of the Study: describe self-imposed limits on the
research, including those that relate to both the breadth and
depth of the inquiry. Also include limitations that exist due to
factors beyond your control. Describe the (potential) effects the
specific limitations may have on your research. Do not include
the time limitation of the three month capstone course since that
is a given.
Definition of Terms: list definitions for only those terms which
might be unfamiliar to the reader. Definitions should have
references if they are of a technical nature.
Summary: briefly summarize chapter one in a paragraph or two
and transition to the next chapter.
Chapter 2: Literature Review
The second chapter should not be confused with the
Introduction in Chapter I. The introduction provides a review
of the topic; the literature review summarizes the research that
others have done in your topic area. The literature review is not
a series of book (or journal article) reports. A good literature
review tells a story about the topic, using published works to
support what is written. The chapter should be organized in
such a way as to (a) bring together the most important writings
about the research question in general, followed by (b) a closer
examination of the writings related to the component parts

detailed in the objectives subsection of Chapter 1. It is very
helpful to the reader if the ideas are presented in the same order
throughout the project.
This chapter will contain the greatest number of citations,
so it is important that they be done correctly. Each citation
must have a corresponding listing in the Reference section.
The Literature Review should not include data that will be
used to answer the research question or test your research
hypotheses. If the project is utilizing an analysis of published
research to answer the research question, the Literature Review
should provide the background and take the reader up to the
point where those studies begin.
Chapter 3: Methodology
In general, this chapter describes how the data was
collected that answers the research question and its component
parts. It is important to utilize appropriate methods of data
collection in order to be able to uphold or reject the research
hypotheses. This chapter should begin with a description of the
research methods used in the research, including a description
of the dependent and independent variables, if any. Chapter 3
will most likely include the following subsections:
Description of the Subjects: depending on the type of data used
in the project, this subsection can include either subjects
involved in primary data collection, or those described in
published research studies. If the project involves human
subjects, it is necessary to first obtain IRB approval of the
project.
Description of the Research Instrument(s): fully describe all
questionnaires and tests, if appropriate. Include a copy of
surveys in an Appendix.
Procedures: describe in full detail how data was collected. If
different methods were used, each method must be described.
This subsection should also include a description and rationales
for any statistical procedures used to support or reject the
research hypotheses. This subsection will also identify how you

will analyze the data collected and establish the framework for
drawing conclusions.
What it does not include: Students often want to put in the
results while describing how the data was collected. This is
incorrect. Leave the results for Chapter 4.
Chapter 4: Results and Analysis
This chapter includes a presentation and analysis of the
data and results, not how the data was collected. The tone of
the chapter should be objective. When presenting the results,
stay away from words that are biased. See APA manual for
examples of biased wording.
Following a summary of the research data, Chapter 4
should be organized in a manner consistent with the research
hypotheses: first, present data related to the first hypotheses;
and second, analyze those data to determine whether the first
hypothesis can be supported or rejected. Follow this sequence
for each part of hypothesis or for each part of the objective.
Tables are an effective way to present quantitative data.
Qualitative data should be summarized, as opposed to verbatim
transcriptions.
Chapter 5: Conclusions and Recommendations
This chapter involves (a) a discussion of the research
project, including the findings, interpretation of the results, and
problems and/or limitations; (b) a conclusion: what did the
author find? What did the author learn?; and (c)
recommendations for changes in policy or practice, future
research, or anything else that will direct solutions to the
problem(s) that were the focus of the research.
Appendices
The main purpose of appendices are to provide detailed
information that would be distracting if presented in the text.
For example, a survey instrument or questionnaire, a data
collection form, SAS commands, SQL coding, or a list of
variables would be appropriate for placement in an appendix.

References
Only those works cited in the text appear in the reference
section and, conversely, every work in the reference section
must appear in the text. The reference page is always the last
section of the manuscript. Appendices should come before the
references. The last page of the references should be the last
page of the manuscript. It is important to properly cite all
references according to the APA manual. Further, students
must properly cite tables, charts and so forth according to the
APA manual.
Appendix C: APA Style Guidelines - Format for Text
Style
While there are a number of style manuals available, all
Capstone Projects must conform to APA style as described in
the Publication Manual of the American Psychological
Association (6th Edition). It is the responsibility for students to
make sure their project conforms to the APA style. The title
page is specific to National University, and therefore does not
use running headers.
Margins
Standardized margins are required on every page to ensure
that no part of the project is cut off when it is bound and
trimmed. Copy machines and printers may shift text on a page.
Therefore the following are minimum margins:
Left: 1.5 inches (this margin is wide for binding
requirements)
Right: 1 inch
Top and Header: 1 inch measured from top of page to top of
page number
Bottom and Footer: 1 inch measured from bottom of page to
bottom of page number
Line and Word Spacing

Double spacing, left margins, is required except where the
style calls for single spacing (refer to APA Manual). Widows
(the last line of a paragraph as the first line of a page) or
orphans (a heading or the first line of a paragraph as the last
line on a page) are not acceptable. Words must not be divided
in a way which leaves one letter of the word on either line or
the past tense (ed) of a verb at the end of the first line. APA
calls for only one space between words. Lengthy quotations (a
prose quotation of two or more sentences which runs to five or
more typewritten lines) must be in block form, single-spaced,
intended five spaces from the margin on both sides, and not
enclosed in quotation marks (see style manual for specific
details) Care must also be taken to observe all rules for making
omissions in the quotation, including omission of the beginning
of the first sentence of a new paragraph in the quoted source.
Punctuation
Many common manuscript problems involve punctuation
and grammar in addition to organization and APA style. Be
sure to work with the NU Writing Center often during the
capstone process.
Pagination
Every page must be counted in the numbering. With the
exception of the title page and copyright page, a number must
appear on every page. Placement of page numbers must be
consistent throughout and fit within the margins. Page numbers
for preliminary pages using lowercase Roman numerals (ii, iii,
etc.) appear centered at the bottom of the page; pages using
Arabic numerals ( 1,2, etc.) should also appear centered at the
bottom of the page.
Chapters
Each chapter must begin on a new page. Chapters should
be numbered. Refer to the APA Style Manual for different
styles of headings.

Attachment D: APA Style Guidelines - Illustrations
The purpose of illustrations (drawings, photographs,
diagrams, maps, tables, plates, etc.) is to present information
more clearly than can be done with words. Legends or titles
should be self-explanatory, concise, and consistent in form with
APA. Refer to the APA Style Manual for specific details.
Tables
The term “table” applies to numerical and statistical data
set in vertical and horizontal alignment. Tables over half a
page in length should be placed on a separate page. Tables too
wide to be accommodated on one page may be typed on two or
more pages, pasted together, and either folded or reduced to
page size by a suitable photographic process. Lengthy tables
should be placed in the Appendix.
Footnotes for tables are to be indicated by standard
symbols (*, etc.) or lowercase letters (a, b, etc.). Do not use
numbers for footnotes to tables. Footnotes are placed at the
bottom of the table, not the bottom of the page.
Figures
The term “figure” refers to illustrations such as graphs,
charts, diagrams, photographs, and maps, but not statistical data
presented in tables. Refer to the APA Style Manual for the
various styles.
Attachment E: Sample Title Page
TITLE OF THESIS
A Thesis
Submitted to the Graduate Faculty of the

National University, School of Engineering & Computing
in partial fulfillment of the requirements for the degree of
Masters of Science in Data Analytics
Prepared By:
Student Name 1
Student Name 2
National University
July 2017
(No page number on your title page)
Attachment F: Sample Project Approval Page
MASTER’S THESIS APPROVAL FORM
We certify that we have read the project of Student 1 and
Student 2 entitled TITLE IN ALL CAPS and that, in our
opinion, it is satisfactory in scope and quality as the thesis for
the degree of Master of Science in Data Analytics at National
University.
Approved:
Dr. Tyler Smith, Capstone Project Sponsor

Date
Associate Professor, School of Health and Human Services
Program Director, MS Health & Life Sciences Analytics
National University
Dr. Siamak Yousefi, Capstone Project Advisor
Date
Adjunct Professor, School of Engineering and Computing
National University
Dr. Jodi Reeves, Capstone Instructor
Date
Associate Professor, School of Engineering and Computing
Program Director, MS Data Analytics
National University
(This is the first page to show page numbers and will begin with
lowercase Roman numeral ii)
Attachment G – Sample Copyright Page (if planning to register
copyright)

Chapter 1 IntroductionIn The High Cost of Free Parking, Dr. Danie.docx

Recommended

Recommended

More Related Content

Similar to Chapter 1 IntroductionIn The High Cost of Free Parking, Dr. Danie.docx

Similar to Chapter 1 IntroductionIn The High Cost of Free Parking, Dr. Danie.docx (20)

More from sleeperharwell

More from sleeperharwell (20)

Recently uploaded

Recently uploaded (20)

Chapter 1 IntroductionIn The High Cost of Free Parking, Dr. Danie.docx